Innovations by the Faculty in Teaching and Learning



S.No Activity Conducted Name of the Faculty Course Academic Year
1 Think- Pair Share Ms. Y. Sharvani Microprocessors and Microcontrollers 2022-23
2 Collaborative Learning Mrs. Chinthireddy Padmaja Electronic Circuit Analysis 2022-23
3 STAD Mr. N. Govardhan VLSI System Design 2022-23
4 STAD Mr. E. Kumaraswamy Digital Image Processing 2022-23
5 STAD Mr. M. Ramu EMFW 2022-23
6 Concept Tests Mrs. Chinthireddy Padmaja Electronic Measurements and Instrumentation 2022-23
7 Think-Pair Share Mrs. Chinthireddy Padmaja Electronic Measurements and Instrumentation 2022-23

Activities used in teaching and learning


Activity 1

Faculty:

Ms. Y. Sharvani

Subject:

Microprocessors and Microcontrollers

Section:

III EEE

Topic Name:

Basics of microprocessor

Activity Name:

Think – Pair Share

Description of the Activity:

This activity is planned in the classroom for a duration of 10 minutes


  1. The teacher will pose few questions
  2. Individual thinking
  3. Forming pairs within themselves by choosing a partner of their own
  4. Think and discusses solution within their group
  5. If they disagree, each clarifies their position and determines how / why they disagree
  6. Keep the students engaged actively in the class room
Outcome:

The students think individually and discusses with their peers and solved the question and presented on the dais.


Activity 2

Faculty:

Mrs. Chinthireddy Padmaja

Subject:

Electronic Circuit Analysis

Section:

III ECE

Topic Name:

Power Amplifiers

Activity Name:

Collaborative Learning –STAD (Student Teams - Achievement Divisions)

S.No Topic Name Description of activity Outcome
1 Power Amplifiers
  1. Students were divided into 10 teams. Each team consists of 4 students.
  2. In the beginning an exam was conducted and based on the marks obtained in the test and marks obtained in the previous semester, teams were formed.
  3. Each team is given with different question covering the entire topic.
  4. Each team discussed among themselves and written the solution.
There was an emphasis to learn and explain at the same moment. So students were able to understand the concepts without wasting their time. Slow learners learned from others within the team. It acted as a platform to improve their performance by discussing among themselves. It also helped in bridging the gap between lecturer and students.

Innovation Activity

Activity 3

Faculty:

Mr. N. Govardhan

Subject:

VLSI System Design

Section:

III ECE

Topic Name:

CMOS Color Coding

Activity Name:

STAD (Student Teams - Achievement Divisions)


Description of the Activity:
  1. Students are divided in to 10 teams formed. Each team size is 4 members.
  2. Based on the score secured by the students in the pretest, teams were formed by following steps

    Listed the student numbers based on their score.

    Arranged the numbers in ascending order of their secured score.

    Teams are numbered with 1 to 10 i.e., Team 1, Team 2 and so on.

    The top scored 10 students are the first person in each team. The next scored 10 students are the second person in each team and so on.

    This strategy is used to make each team is a mix of different marks scored students. Each team consists from top level scorer to least scorer.

    Because of mixed scored students in each team. It makes each team performed equally.


Activity 4

Faculty:

Mr. E. Kumaraswamy

Subject:

Digital Image Processing

Section:

IV ECE

Topic Name:

Image enhancement techniques are used to solve real time problems

Activity Name:

STAD (Student Teams - Achievement Divisions)


Description of the Activity:
  1. Students are divided in to 15 teams. Each team consists of 4 members.
  2. Based on the score secured by the students in the present, teams were formed by following steps

    Listed the student numbers based on their score and arranged the numbers in ascending order of their secured score.

    Teams are numbered with 1 to 15 i.e., Team 1, Team 2 and so on.

    The top scored 15 students are the first person in each team. The next scored 15 students are the second person in each team and so on.

    This strategy is used to make each team is a mix of different marks scored students. Each team consists from top level scorer to least scorer.

    Because of mixed scored students in each team. It makes each team perform ed equally.

Innovation Activity

Activity 5

Faculty:

Mr. M. Ramu

Subject:

EMFW

Section:

II ECE-A

Topic Name:

Maxwell’s Equations with Examples

Activity Name:

STAD (Student Teams - Achievement Divisions)


Description of the Activity:
  1. Students are divided in to 10 teams formed. Each team size is 4 members.
  2. Based on the score secured by the students in the pretest, teams were formed by following steps

    Listed the student numbers based on their score.

    Arranged the numbers in ascending order of their secured score.

    Teams are numbered with 1 to 10 i.e., Team 1, Team 2 and so on.

    The top scored 10 students are the first person in each team. The next scored 10 students are the second person in each team and so on.

    This strategy is used to make each team is a mix of different marks scored students. Each team consists from top level scorer to least scorer.

    Because of mixed scored students in each team. It makes each team performed equally.


Activity 6

Faculty:

Chinthireddy Padmaja

Subject:

Electroic Measurements and Instrumentation

Section:

III ECE-A

Topic Name:

Special Purpose Oscilloscopes

Activity Name:

Concept tests


Description of the Activity:

This activity is planned for entire strength in the classroom


  1. A multiple-choice question is posed to the students (choices – 3 wrong answers and one correct answer).
  2. The students are to obtain the solution individually and note down the choice out of 4 options and then students were asked to show the cards indicating their choice.
  3. After looking at their answers, the students were suggested to form a group consisting of 3 members. Then students were asked to discuss and share their idea to get the answer with partners and reconcile the responses. Then the representative of each group was asked to show the card to indicate the choice of their group.
  4. Finally, lecturer discusses the problem and then gives the correct answer.
Outcome:

This activity created enthusiasm among students towards learning and pay attention in the classroom.


Innovation Activity

Activity 7

Faculty:

Chinthireddy Padmaja

Subject:

Electroic Measurements and Instrumentation

Section:

III ECE-B

Topic Name:

Special Purpose Oscilloscopes

Activity Name:

Think- Pair Share


Description of the Activity:

This activity is planned in the classroom for a duration of 10 minutes


  1. The teacher will ask few questions
  2. Individual thinking
  3. Forming pairs within themselves by choosing a partner of their own
  4. Think and discusses solution within their group
  5. If they disagree, each clarifies their position and determines how/why they disagree
  6. Keep the students engaged actively in the class room
Outcome:

The students think individually and discusses with their peers and solved the question and presented on the dais.


Innovation Activity

S.No Activity Conducted Name of the Faculty Course Academic Year
1 Collaborative Learning Dr. M. Gopal Signals and Systems 2021-22
2 Concept Tests Dr. M. Gopal Signals and Systems 2021-22
3 STAD Mrs. Chinthireddy Padmaja Electronic Measurements and Instrumentation 2021-22
4 Think – Pair Share Ms. Y. Sharvani Analog and Digital Electronics 2021-22
5 Think – Pair Share Mr. N. Govardhan Digital System Design 2021-22
6 Think – Pair Share Mrs. M. Anitha Measuring Instruments 2021-22
7 Think – Pair Share Mr. E. Kumaraswamy Signals & Systems 2021-22
8 Harnessing the Power of Technology Mr. D. Koteshwar Rao Radar Systems 2021-22
9 Think – Pair Share Mr. G. Mahesh Kumar Mobile Communication and Networks 2021-22

Activities used in teaching and learning


Activity 1

Faculty:

Dr. M.Gopal

Subject:

Signals and Systems

Section:

II ECE-B

Topic Name:

Fourier Transforms

Activity Name:

Collaborative Learning -STAD (Student Teams - Achievement Divisions)


S.No Topic Name Description of activity Outcome
1 Fourier Transform
  1. Students were divided into 10 teams. Each team consists of 4 students.
  2. In the beginning an exam was conducted and based on the marks obtained in the test and marks obtained in the assignment teams were formed.
  3. Each team is given with different set of questions covering the entire topic.
  4. Each team discussed among themselves and written the solution.
There was an emphasis to learn and explain at the same moment. So students were bound to understand the concepts without wasting their time. Slow learners learned from others within the team. It acted as a platform to improve their performance by discussing among themselves. It also helped in bridging the gap between lecturer and students.

Activity 2

Faculty:

Dr. M Gopal

Subject:

Signals and Systems

Section:

II ECE-A

Topic Name:

Sampling

Activity Name:

Concept tests

Description of the activity:

This activity is planned for entire strength in the classroom


  1. A multiple choice question is posed to the students (choices – 3 wrong answers and one correct answer)
  2. The students are to obtain the solution individually and note down the choice out of 4 options and then students were asked to show the cards indicating their choice
  3. After looking at their answers, the students were suggested to form a group consisting of 3 members. Then students were asked to discuss and share their approach to get the answer with partners and reconcile the responses. Then the representative of each group was asked to show the card to indicate the choice of their group
  4. Finally, lecturer discusses the problem and then gives the correct answer
Outcome:

This activity created enthusiasm among students towards learning and pay attention in the classroom.


Activity 3

Faculty:

Mrs. Chinthireddy Padmaja

Subject:

Electronic Measurements and Instrumentation

Topic Name:

Performance Characteristics

Section:

III ECE

Activity Name:

STAD

STAD:

To implement this activity, teams were formed based on the academic score, teacher gives a set of questions, they have to discuss among themselves and have to share the answer finally they have to pick up the answer which is accepted by all, then the solution will be discussed in the class room.

Implementation Strategy:

15 teams were formed out of 60 students, and the task was assigned to each team and they discussed among themselves and solved the problem. This activity is planned for 40 minutes.

Challenges anticipated:

Maintaining discipline, while the activity was being performed.

Addressing the challenges during the class

The problem was solved by taking the help of other faculty while conducting the activity.


Outcome:

This activity was helped in improving students' listening and understanding levels. It gave students time to think about an answer and improved prior knowledge. This activity increased students' oral communication skills as they discussed their ideas with one another. It also helped the students to become active participants in learning.


Innovation Activity

Activity 4

Faculty:

Ms. Y. Sharvani

Subject:

Analog and Digital Electronics

Section:

II CSE

Topic Name:

Karnaugh Maps

Activity Name:

Think – Pair Share

Description of the Activity:

This activity is planned for the total students in the classroom.


  1. The teacher will pose a question
  2. Individual thinking
  3. Formed the pairs with students of their choice
  4. Think and discusses solution within their group
  5. If they disagree, each clarifies their position and determines how / why they disagree
Outcome:

The students were actively engaged in the classroom. They came to know each other and it also helped the students to become active participants in learning and generated various solutions for the questions from the discussions.


Activity 5

Faculty:

Mr. N. Govardhan

Subject:

Digital System Design

Section:

II ECE-A

Topic Name:

K-Map

Activity Name:

Think Pair Share

Description of the Activity:

This activity is planned in the classroom for a duration of 10 minutes.


  1. The teacher will pose few questions
  2. Individual thinking
  3. Forming pairs within themselves by choosing a partner of their own
  4. Think and discusses solution within their group
  5. If they disagree, each clarifies their position and determines how/why they disagree
  6. Keep the students engaged actively in the class room
Outcome:

The students started brainstorm about the given topic and solved the question and presented on the dais.


Innovation Activity

Activity 6

Faculty:

Mrs. M.Anitha

Subject:

Measuring Instruments

Section:

IV EEE

Topic Name:

Methods of Measurements

Activity Name:

Think- Pair Share

Description of the Activity:

This activity is planned in the classroom for a duration of 10 minutes.


  1. The teacher will pose few questions
  2. Individual thinking
  3. Forming pairs within themselves by choosing a partner of their own
  4. Think and discusses solution within their group
  5. If they disagree, each clarifies their position and determines how/why they disagree
  6. Keep the students engaged actively in the class room
Outcome:

The student thinks individually and discusses with their peers and solved the question and presented on the dais.


Innovation Activity

Activity 7

Faculty:

Mr. E. Kumaraswamy

Subject:

Signals & Systems

Section:

III EEE

Topic Name:

Basics of Signals and systems

Activity Name:

Think- Pair Share

Description of the Activity:

This activity is planned in the classroom for a duration of 10 minutes.


  1. The teacher will pose few questions
  2. Individual thinking
  3. Forming pairs within themselves by choosing a partner of their own
  4. Think and discusses solution within their group
  5. If they disagree, each clarifies their position and determines how/why they disagree
  6. Keep the students engaged actively in the class room
Outcome:

The student thinks individually and discusses with their peers and solved the question and presented on the dais.


Innovation Activity

Activity 8

Faculty:

Mr. D. Koteshwar Rao

Activity:

Harnessing the Power of Technology

Subject:

Radar Systems

Topic:

Conical Scan

OBJECTIVE:

Learning objective of this topic is to understand the conical scan topic practically. Watching these video students able to know how practically radar scans.


PLAN:

In my action plan first I selected the topic which is useful to the student with the harnessing the power of technology.

After selection of the topic (2nd step), gathered all the relevant information about the topic and prerequisites of the topic.

In third step I decided whether are there any readily available PPT (Power Pont Presentation) OR to prepare a new which will take 10mins maximum time.

In fourth step I choose and downloaded the screen recording software for that I used the BANDICAM software which is help to me for basic level presentation because I used a trail version it is record the video only 10mins, and also checked and practiced whether the topic complete or not within the time.

Finally I decided to share the YouTube video link through whatsapp.


For the preparation of PPT I browsed the web any animation videos are available but I did not find any animated video so a normal PPT was prepared.


WEBSITE LINK:

REFLECTIVE REPORT:

Using Harnessing technology was a good experience to me, I posted my you tube video link through whatsapp.


For recording the video I used the laptop, headset for clear audio recording along with BANDICAM SOFTWARE.


When I start recoding the video I had very much doubt about how will the students’ accepts it and how much they understand. After sharing the video, 90% (out of 60 students 55 have watched it within a day) and almost all of the students understood the topic very clearly. I checked whether they understood or not, by posing simple questions for which almost of them answered that’s why I’m very much satisfied.


For time management sake in middle of video i.e, from 5th to 6th minute fast explanation was done otherwise everything went well. So for the next time I maintain a constant teaching flow throughout the video.


I used trial version software so the video records only 10mins, next time for longer duration video I will change the software and also do my own animation ppt.


Activity 9

Faculty:

Mr. G. Mahesh Kumar

Subject:

Mobile Communication and Networks

Section:

III ECE

Topic Name:

Basic Cellular System

Activity Name:

Think- Pair Share

Description of the Activity:

This activity is planned in the classroom for a duration of 10 minutes.


  1. The teacher will pose few questions
  2. Individual thinking
  3. Forming pairs within themselves by choosing a partner of their own
  4. Think and discusses solution within their group
  5. If they disagree, each clarifies their position and determines how/why they disagree
  6. Keep the students engaged actively in the class room
Outcome:

The students think individually and discussed with their peers and solved the question and presented on the dais.


S.No Activity Conducted Name of the Faculty Course Academic Year
1 Collaborative Learning Mrs. Chinthireddy Padmaja Electronic Measurements and Instrumentation 2020-21
2 Think-pair share Mr. E. Kumaraswamy Digital Image Processing 2020-21
3 STAD Mrs. D. Raghava Kumari Electronic Measurements and Instrumentation 2020-21
4 Harnessing the power of technology Mr. K. Srinivas LDICA 2020-21
5 Collaborative Learning Mr. K. Srinivas LDICA 2020-21
6 Harnessing the power of technology Mr. K. Ravikiran Microprocessors and Microcontrollers 2020-21

Activities used in teaching and learning


Activity 1

Faculty:

Mrs. Chinthireddy Padmaja

Subject:

Electronic Measurements and Instrumentation

Section:

IV ECE

Topic Name:

Bridges

Activity Name:

Collaborative Learning –STAD (Student Teams - Achievement Divisions)


S.No Topic Name Description of activity Outcome
1 Bridges
  1. Students were divided into 10 teams. Each team consists of 4 students.
  2. To access their performance an exam was conducted and based on the marks obtained in the test teams were formed.
  3. Each team is given with different questions covering the entire topic.
  4. Each team discussed among themselves and written the solution.
There was a scope to discuss among themselves and understand the concepts without wasting their time. Slow learners learned from others within the team. It provided a platform to improve their performance. It also helped in bridging the gap between lecturer and students.

Innovation Activity

Activity 2

Faculty:

Mr. E. Kumaraswamy

Subject:

Digital Image Processing

Section:

IV ECE

Topic Name:

Spatial domain methods – Image Enhancement

Activity Name:

Collaborative Learning –STAD (Student Teams - Achievement Divisions)

S.No Topic Name Description of activity Outcome
1 Image Enhancement
  1. Students were divided into 10 teams. Each team consists of 4 students.
  2. In the beginning an exam was conducted and based on the marks obtained in the test and marks obtained in the assignment teams were formed.
  3. Each team is given with different set of questions covering the entire topic.
  4. Each team discussed among themselves and written the solution.
There was an emphasis to learn and explain at the same moment. So students were bound to understand the concepts without wasting their time. Slow learners learned from others within the team. It acted as a platform to improve their performance by discussing among themselves. It also helped in bridging the gap between lecturer and students.

Activity 3

Faculty:

D.Raghava kumari

Subject:

EMI

Section:

III ECE

Topic Name:

Measurments

Activity Name:

STAD (Student Teams - Achievement Divisions)


Description of the Activity:
  1. Students are divided in to 15 teams formed. Each team size is 3 members.
  2. Based on the score secured by the students in the pretest, teams were formed by following steps

    Listed the student numbers based on their score.

    Arranged the numbers in ascending order of their secured score.

    Teams are numbered with 1 to 15 i.e., Team 1, Team 2 and so on.

    The top scored 15 students are the first person in each team. The next scored 15 students are the second person in each team and so on.

    This strategy is used to make each team is a mix of different marks scored students. Each team consists from top level scorer to least scorer.

    Because of mixed scored students in each team. It makes each team performed equally.

Innovation Activity

Activity 4

Faculty:

Mr. K. srinivas

Activity:

Harnessing the Power of Technology

Subject:

Linear and Digital IC Application

Topic:

Flash ADC

OBJECTIVE:

Learning objective of this topic is to understand the one type of analog to digital converter.


Objective of recording this video is, it takes more time to draw the diagram of the flash type ADC and to explain the same it takes around 2 classes to finish the topic. By recording this video it takes around 8-10 minute to finish the topic.


PLAN:

In my action plan first I selected the topic which is useful to the student with the harnessing the power of technology.

After selection of the topic (2nd step), gathered all the relevant information about the topic and prerequisites of the topic.

In third step I decided whether are there any readily available PPT (Power Pont Presentation) OR to prepare a new which will take 10mins maximum time.

In fourth step I choose and downloaded the screen recording software for that I used the BANDICAM software which is help to me for basic level presentation because I used a trail version it is record the video only 10mins, and also checked and practiced whether the topic complete or not within the time.

Finally I decided to share the YouTube video link through whatsapp.


For the preparation of PPT I browsed the web any animation videos are available but I did not find any animated video so a normal PPT was prepared.


WEBSITE LINK:

REFLECTIVE REPORT:

Using Harnessing technology was a good experience to me, I posted my you tube video link through whatsapp.


For recording the video I used the laptop, headset for clear audio recording along with BANDICAM SOFTWARE.


When I start recoding the video I had very much doubt about how will the students’ accepts it and how much they understand. After sharing the video, 90% (out of 60 students 55 have watched it within a day) and almost all of the students understood the topic very clearly. I checked whether they understood or not, by posing simple questions for which almost of them answered that’s why I’m very much satisfied.


For time management sake in middle of video i.e, from 5th to 6th minute fast explanation was done otherwise everything went well. So for the next time I maintain a constant teaching flow throughout the video.


I used trial version software so the video records only 10mins, next time for longer duration video I will change the software and also do my own animation ppt.


Activity 5

Faculty:

Mr. K. srinivas

Activity:

Collaborative learning


  1. Collaborative learning activity:
  2. STAD (Student Team Achievement Divisions)


  3. Course, Topic & how collaborative activity will help:
  4. Course is LINEAR AND DIGITAL IC APPLICATIONS

    Topic is designing problem of signal generator for pulse carrier modulation.

    The object of this topic is: To utilize the designing process and applied it in real time application like pulse carrier modulation in digital and analog communication.

    1. Give the students a taste of the applications of the theories taught in the subject. This will be achieved through the project, collaborative learning activity and some selected lab sessions.
    2. Give the students a useful skill base that would allow them to carry out further study should they be interested and to work in the field.

  5. Objective of the Activity
  6. This activity will Develops higher level thinking skills and Student can build self-esteem and promotes a positive attitude toward the subject learning. Students able to explore alternate problem solutions in a safe environment and Stimulates critical thinking and helps students clarify ideas through discussion and debate.

    At the end of the activity, the students will able to

    Design the clock generator real time application

    Learn the real time application of the clock signal generators


  7. Plan to Create Teams
  8. I conduct a pre-test to the students to know about individual abilities. It will be considered while calculating the overall score of a student.

    Strategy for Team Formation:

    1. Based on their pretest performance, I group the teams and ensure that, each team should consist of low to high basic knowledge capable students.
    2. The size of the team would be 4 members.
    3. Total strength in my class is 42 students. Hence, I need to handle 11 teams.

    Before start the activity, I give a lesson on basics about signal generators with some simple examples.


  9. Time and plan of activity
  10. In different applications they applied the knowledge & topic what they learn.

    The total duration of the activity is about 3 weeks, each week 4 hours.

    I will give square signal / clock signal real time application problems.

    • In 1st week 1st hour:

      Conduct the pre-test and form groups and encourage the students and give the instructions of the activity.

    • In 1st week 2nd hour:

      I will be explain the clock signal generators using IC555 timers.

    • In 1st week 3rd hour:

      I will be explain the difference of clock signal generators or multivibrator using IC555 timers and OP-AMP.

    • In 1st week 4th hour:

      In each group one student give his presentation 5min, what they learn in this week.

    • In 2nd week 1st hour:

      I will be explain the applications of the each signal generator.

    • In 2nd week 2nd hour:

      I theoretical explain designing process of signal generators.

    • In 2nd week 3rd hour:

      Gives the designing problem to the each groups.

    • In 2nd week 4th hour:

      In each group one student give his presentation 5min about what are the results with them and justification of it.

    • In 3rd week starting three hour:

      In these three students are supposed to practically verify their designed value either simulation lab / analog electrical lab and also observe the theoretical and practical variations.

    • In 3rd week 4th hour:

      In each group one student give his presentation 5min about what they observed theoretical and practical values are matched or not.


    These three weeks activity is summarized as

      First, student need to go through the various IC’s are used to generate square signals.

      Let them to learn the operation of each and every circuit, analysis which provide required voltage and response voltage and current values.

      Apply the techniques to understand the given problem within group by oral discussions or lab session.

      To perform this, they need lab so I will provide a session in the analog electronics lab.

      Student need to solve the assigned problem individually.

      I plan to conduct a 5 minute presentation of each student in every week, to know about their progress and type of difficulties they faced.

      I also facilitate and motivate to complete the task.

      Assessment of individual performance is going to be done. Using the rubric given below in every week.

      Each student’s incremental score is calculated based on his pre-test score.

      The team member’s individual scores are then added to calculate the team score


    I keep monitoring the progress of each team and individuals performance in team.

    If a particular team is deviated from the task, then I instructed to make it in right way.


    Upon successfully completing the activity, the student should be able to have an appreciation of the fundamentals of signal generators including the topics of analysis and design. Be able to implement carrier signal generators in communication where modulation and demodulation techniques are used.


  11. Evaluate the Group and Individual performance

  12. Evaluation rubric for team performance
    Criteria Ratings Pts
    As they choose correct solution 3.0 pts
    Perfect option
    2.0 pts
    Fairly Good
    1 pts
    Poor – NOT matched
    3 pts
    As they applied the theoretical concept 4.0 pts
    Very Good-collective and applied
    2.0 pts
    Fairly Good –only collective or applied
    0.0 pts
    Poor - NOT used
    4.0 pts
    Practical and theoretical analysis matched 3.0 pts
    Perfectly matched and justified
    2.0 pts
    Matched but justification is missed
    1.0 pts
    not matched but justified
    0.0 pts
    NOT matched
    3.0 pts
    Total 10 pts

    Evaluate the team member’s individual performance


    Evaluation rubric for team member’s individual performance
    Criteria Ratings Pts
    Active participation of student in the team 2.0 pts
    Very Good
    1.0 pts
    Fairly Good
    0.0 pts
    Poor - NOT participated, Need motivation to make him / her active
    2.0 pts
    The student is collective and integrate the information with available resources 2.0 pts
    Very Good-collective and integrate
    1.0 pts
    Fairly Good – only collective or integrate
    0.0 pts
    Poor - NOT participated
    2.0 pts
    Analyze and apply in the lab to meet the required goals 3.0 pts
    Very Good - Perfect way of doing the task and they did it
    2.0 pts
    Fairly Good - facing some difficulties and motivation needed
    1.0 pts
    Poor – Not tried confusing. Work hard to involvement and motivation
    3.0 pts
    The activity completed in time and followed instructions strictly 3.0 pts
    Very Good - They did it in time
    2.0 pts
    Fairly Good- they did in time but did not properly follow the instructions
    1.0 pts
    Poor – they did not complete in time
    3.0 pts
    Total 10 pts

    Evaluate the team performance


    Individual performance
    (Xi)
    X (Max) Y(Max=10) Team performance
    (Max=10)
    Student 1 X1 x = (X1 + X2 + X3 +X4) / 4 From Evaluation rubric for team performance Team performance = (X + Y) / 2
    Student 2 X2
    Student 3 X3
    Student 4 X4

Activity 6

Faculty:

Mr. K. Ravi Kiran

Activity:

Harnessing the Power of Technology

Course:

Microprocessors and Microcontrollers

Learning unit:

Interfacing peripherals to 8051 microcontroller


Topic:

Interfacing seven segment display to 8051 microcontroller


Simulation / Virtual lab:

8051 Microcontroller and Applications


Justification:

I choose this specific experiment to be conducted in the virtual lab because this will make students to visually watch the debugging in a step by step manner and also in burst mode of execution.


This virtual lab environment also makes the students observe and understand how to interface a seven-segment display to 8086, which they can’t observe in the physical laboratory available in the college.


This also makes students how to connect a crystal oscillator, resistor, and capacitor to a controller which will be helpful to the students while carrying out the academic projects in embedded systems using 8051 microcontroller.


By performing this experiment students can clearly understand the port requirements to connect a seven-segment display to a microcontroller and also verify the logic levels on the port visually which creates a greater impact in understanding the experiment.


  1. Link to the virtual lab:
    http://vlabs.iitb.ac.in/vlabs-dev/labs/8051-Microcontroller-Lab/labs/exp1/index.php

  2. Manual

    1. A brief introduction to Interfacing seven segment display to 8051
    2. 8051 microcontroller

      8051 is an 8 bit CISC (complex instruction set computer) based microcontroller fabricated with N-MOS technology, available in the DIP (Dual-in-line pin) package. It operates at a frequency of 11.0592 MHz and provides 4 ports (port 0, port 1, port2, and port3) which are used to connect peripherals without additional hardware. It also consists of 128 bytes of RAM and 4 KB of ROM. These are some of the features of 8051 that are to be known to perform to this experiment.

      Seven segment display

      As per the name, a seven-segment display comprises of seven LEDs (Light emitting diode) arranged as per figure 1. This display will display all numbers from 0 to 9 and also is capable of displaying some of the alphabetical letters as shown in figure 2.

      There is an additional 8th LED (a dot) which is represented as DP (decimal point) which is used when more than one seven-segment displays are connected to display numbers greater than 9.

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      Figure 1: LED
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      Figure 2: List of alphabetical characters displayed by 7 segment display

      As each LED has two terminals namely anode and cathode, there are two types of displays available namely

      1. Common cathode display
      2. Common anode display

      Common cathode display

      In this display, all the cathodes of the display are joined together and connected to logic 0. To illuminate any of the segments of the display, logic 1 through a current limiting resistor has to be applied for the sake of forward biasing the individual Anode terminals.

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      Figure 3.a
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      Figure 3.b

      Figure 3: Common cathode display a. in general form b. in IC form


      The following truth table gives a clear picture regarding the hexadecimal codes for illuminating individual segment to display a specific character

      Decimal digit / Character Individual segment illuminated Hexadecimal equivalent of Individual segment illuminated
      a b c d e f g
      0 1 1 1 1 1 1 0 7E
      1 0 1 1 0 0 0 0 30
      2 1 1 0 1 1 0 1 6D
      3 1 1 1 1 0 0 1 79
      4 0 1 1 0 0 1 1 33
      5 1 0 1 1 0 1 1 5B
      6 1 0 1 1 1 1 1 5F
      7 1 1 1 0 0 0 0 70
      8 1 1 1 1 1 1 1 7F
      9 1 1 1 1 0 1 1 7B
      A 1 1 1 0 1 1 1 77
      C 1 0 0 1 1 1 0 4E
      E 1 0 0 1 1 1 1 4F
      F 1 0 0 0 1 1 1 47

      Table 1: Truth table of common cathode 7 segment display or digit dive pattern


      Common anode display

      In this display, all the anodes of the display are joined together and connected to logic 1. To illuminate any of the segments of the display, logic 0 through a current limiting resistor has to be applied to the cathode terminal of the required segment.

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      Figure 4.a
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      Figure 4.b

      Figure 4: Common anode display a. in general form b. in IC form


      The following truth table gives a clear picture regarding the hexadecimal codes for illuminating individual segment to display a specific character

      Decimal digit / Character Individual segment illuminated Hexadecimal equivalent of Individual segment illuminated
      a b c d e f g
      0 0 0 0 0 0 0 1 01
      1 1 0 0 1 1 1 1 4F
      2 0 0 1 0 0 1 0 12
      3 0 0 0 0 1 1 0 06
      4 1 0 0 1 1 0 0 4C
      5 0 1 0 0 1 0 0 24
      6 0 1 0 0 0 0 0 20
      7 0 0 0 1 1 1 1 0F
      8 0 0 0 0 0 0 0 00
      9 0 0 0 0 1 0 0 04
      A 0 0 0 1 0 0 0 08
      C 0 1 1 0 0 0 1 31
      E 0 1 1 0 0 0 0 30
      F 0 1 1 1 0 0 0 38

      Table 2: Truth table of common anode 7 segment display or digit dive pattern


      Interfacing 7 segment display to 8051

      To interface a seven-segment display that is available in the form of a 10 pin DIP package, any one of the 8-bit port of microcontroller has to be used. Out of 10 pins available in the display IC (integrated chip), 7 pins are for illuminating individual segments of the display, one is DP (decimal point) and the remaining two pins are common pins. These common pins are to be connected to ground in common cathode configuration whereas to be connected to Vcc (+5 volts) in common anode configuration.

      Port 0 is employed to connect the display to the microcontroller in the sample program given in the virtual lab environment. But any of the four ports can be used, which can be verified by you.

    3. Instructions for performing the simulation

    4. Additional instruction:

      Go through the pre-test to test the basics and post-test to test the knowledge what you have learned by experimenting


  3. Quiz

    1. To display the letter “d” by using common anode seven segment display, what are logic levels that are to be transmitted from microcontroller to display?
      1. a=1, b=0, c=0, d=0, e=0, f=0, g=1
      2. a=0, b=1, c=1, d=1, e=1, f=0, g=1
      3. a=1, b=0, c=0, d=0, e=0, f=1, g=0
      4. a=1, b=0, c=0, d=1, e=0, f=0, g=1

    2. While debugging the program for displaying the digit “5” which of the following port pins of the port 0 are it logic high level.
      1. P0.0, P0.1, P0.3, P0.5, P0.6
      2. P0.0, P0.1, P0.3, P0.4, P0.6
      3. P0.0, P0.1, P0.3, P0.5, P0.6
      4. P0.0, P0.1, P0.3, P0.5, P0.6

    3. In common cathode seven segment display, MOV P0, #37h displays which character / digit.
      1. B
      2. D
      3. F
      4. H

    4. Which additional component is placed between 7 segment display and microcontroller in order to display numbers greater than 9?
      1. Decoder
      2. Multiplexer
      3. Demultiplexer
      4. Encoder

    5. Who is known as the father of light emitting diode?
      1. James R. Biard
      2. Gary Pittman
      3. Nick Holonyak
      4. None
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